Following is a note I
received in an email that contained the following memos. Only excerpts are
included because of length. Writing lesson plans like these would be about as
extensive as writing a college thesis.

"I
thought you might enjoy seeing what they’re forcing the (school district name)
______ teachers to do for lesson plans. They have been told that all their
lesson plans have to revolve around the released items of the state tests.
They can no longer use any of their own lesson plans of the past. According
to (teacher) ____, some teachers are already freaking out and having to stay
late just to fill out these cumbersome plans. Again, thank God I was allowed
to retire. (Name of sender) ______"

SP specialists
should work with building and district personnel to develop a lesson planning
template that includes, at a minimum, the content on the following template.

The Daily
Lesson Plan template that follows can be used as an actual template for
teachers or as a guide for the components that a thorough plan should include.

There are several key items
related to lesson plans that are nonnegotiable. These include:

·Lesson plans
must be created DAILY

·All assessments
[tests], formative and summative, must be ATTACHED to the daily plan.
This is research-based “back loading”.

·For teachers who teach
multiple classes of the same subject area, plans from class period to class
period should vary. No two
groups of students are so similar as to warrant no changes from group to
group.

·Lesson plans should be created
by teacher groups as a part of common planning time, either a grade level
group or a content group, in order to benefit from the skill and knowledge of
each member of the group.

Lesson Plan Development

Step 1:
Identify the state
content and assessment objective
that will be your primary teaching focus (others may be secondary focuses for
review, maintenance, fluency, or integration).

Step 2:

Review the state sample
or released sample test item(s) that measures the objective.

Step 3:

Evaluate that sample to
determine what students need to know and be able to do to answer that item
correctly – evaluate its level of difficulty. Determine that process of
instruction that must occur in order to ensure that students will be able to
demonstrate mastery of this skill on the state test.

**The level of difficulty
of all teacher-made or teacher-selected assessments should mirror the
format and complexity of state sample or released test items.

·Curriculum
Objectives are the focus of Alllessons and are written out completely.

·
All
Objectives and Standards listed correlate to the Curriculum Objectives and
are written out completely.

·Curriculum
Objectives are the focus of lessons.

·Objectives
and Standards listed correlate to the Curriculum Objectives.

·Curriculum
Objectives are the focus of lessons.

·Objectives
and Standards may not correlate or be stated.

·
No
objectives or standards are stated.

Assessment

·Assessment is attached.

·Allassessments follow strict
standards and contain sample test items in state testing format and level of
difficulty (including both state tested content areas and feeder
subjects/grades).

·Assessment
is attached.

·
Mostassessments
follow strict standards and contain at least two sample test items in
state testing format and level of difficulty.

·Assessment
is attached.

·
Someassessments
follow standards and may contain sample test items in state testing format
and level of difficulty.

·
No
assessment is attached.

OR

·
Nostandard
format is followed nor are sample test items included.

Following are excerpts from the Superintendent of a very
large school district (Name removed) after teachers were told they had to do
these lesson plans and that all lesson plans would be based on released
items of the state tests.

Principals; 2/3/2009 11:16 AM

Could you please forward the attachment
regarding the JBHM project? I hope this will answer many questions from
your faculty. Thanks, _________(name of Superintendent)

Why are the principal and
consultant in my classroom observing?

For principals to become
stronger instructional leaders, they must be in classrooms and supporting good
instruction. You will see both the JBHM staff and your principal observing in
your classroom. These observations provide a springboard for discussions
between the principal and the consultant on ways to improve instruction and
student learning. [In other words there is no way of
getting around teaching only the state curriculum with the principal and JBHM
staff constantly overseeing your class.]

What about the struggling
learner portion of this project?

….The Struggling Learner
consultant will provide guidance and insight directly related to dealing with
students in those sub-groups. They will be working with our coaches and
specialist to analyze data. These consultants will also be in your classrooms
observing lessons, levels of student engagement, etc.
[Even more oversight of teachers just to be sure they are doing what they are
supposed to do.]

What is expected of me?

…JBHM has made some
recommendations and requests to your principals, but not anything new or
something that isn’t known sound instructional practice. I know they have
mentioned bell ringers, listing SLE and objectives for each lesson, use of
released items or similar problems and closure at the end of each lessons.

What about lesson plans?

Many years ago a brief
outline with little information was sufficient. With added accountability
requirements and a more focused instructional approach, more detailed lesson
plans are a must. We realize change does not occur overnight and you may need
guidance and support as you provide more detailed plans. …But, the fact
remains; it is difficult for your principal to determine if you are “carrying
out” a strong instructional plan if he does not have enough detail to know the
plan. [No way out for the good experienced teacher to continue to teach
instead of becoming a robot teaching test items]

Personal comment by the
Superintendent) "Though I know you have seen many programs come and go, this is
not a program, but a philosophy. This is just another step toward
improving curriculum and supporting strong and focused instruction.